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Li, Peng Peng. "TITLE." Thesis, University of Macau, 2017. http://umaclib3.umac.mo/record=b3690933.
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Bruzina, David. "Working Title." Ohio University / OhioLINK, 2005. http://www.ohiolink.edu/etd/view.cgi?ohiou1121434668.
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Xu, Xiaojian. "unknown title." Waco, Tex. : Baylor University, 2007. http://hdl.handle.net/2104/4904.
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AdjeiBaah, Dennis K. "Testing Title." Digital Commons @ East Tennessee State University, 1986. https://dc.etsu.edu/etd/2878.
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Deslauriers, R. Abram. "Insert Title." VCU Scholars Compass, 2014. http://scholarscompass.vcu.edu/etd/3370.
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It is a gestural sensibility forever suspended in the material as it cools. With each movement to and fro, I become fully immersed and given over to the activity of glassworking, where the simplest impressions whisper of fantastic melodies. I remain open to it: conducting a collision: a symphony of riffs, vamps and arpeggios. Constructing the chorus in disjunctive phases as if it forms out of its own directive. The polyphonic rhythm of decisions converge into a new composition, now completely obscured from the intro—existing in reference only to itself and you
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Henderson, Tamara. "No title." Thesis, Kungl. Konsthögskolan, 2012. http://urn.kb.se/resolve?urn=urn:nbn:se:kkh:diva-201.
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The thesis is divided into an index: it looks at dream beds, hästens, film and sculptures relationship and systematic techniques I employ to make work. INDEX IN THE BANK AND AT THE ZOO CUCUMBER--------DAM THE HAT BRIM ON THE FUNERAL HOME ELIMINATE THE ENDLESS ÄGGULOR I SKAL ANONYMOUS LOAN
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Renner, Jordanne Nicole. "Untitled (working title)." The Ohio State University, 2010. http://rave.ohiolink.edu/etdc/view?acc_num=osu1285105063.
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Evenson, Kyle Ellsworth. "Title goes here." The Ohio State University, 1993. http://rave.ohiolink.edu/etdc/view?acc_num=osu1314738748.
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Bell, Catherine Edith. "Metis aboriginal title." Thesis, University of British Columbia, 1989. http://hdl.handle.net/2429/27349.
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This thesis is a legal analysis of the origin and persistence of Metis aboriginal title as an independent legal right. The popular doctrine of aboriginal title is rejected in favour of the natural rights of the Metis and first principles of aboriginal title. A theory of Metis title is developed through the examination of:
1. the inclusion of Metis peoples in s.35(2) of the Constitutional Act. 1982;
2. jurisdiction over Metis claims;
3. natural rights of indigenous peoples and the recognition of natural rights in domestic and international positive law;
4. natural rights of the Metis Nation of Manitoba; and
5. the persistence of Metis title in the face of unilateral and consensual acts of extinguishment.
The examination of natural rights reveals an increased importance of natural theories in aboriginal title cases. These theories provide the basis upon which Metis claims to title can be linked to aboriginal title claims and doctrines of extinguishment can be re-examined.<br>Law, Peter A. Allard School of<br>Graduate
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Prosch, Caroline Ross. "Getting to one from title 10 + title 32 unity of effort in the homeland." Thesis, Monterey, California. Naval Postgraduate School, 2011. http://hdl.handle.net/10945/5551.
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CHDS State/Local<br>Approved for public release; distribution is unlimited<br>This thesis bridges the knowledge gap between Title 10 Active Duty and Title 32 National Guard in order to breakdown cultural barriers and reach unity of effort for response operations in the homeland. Regrettably, a unified response was missing among Title 10 Active Duty and Title 32 National Guard members following Hurricane Katrina. Since then, initiatives based in doctrine, statutes and formal recommendations have been established to address unity of effort, however, a serious knowledge gap remains. Future threats, manmade or natural, will require a unified response to save lives and mitigate suffering. Case studies on the Israeli Home Front Command and the Florida Division of Emergency Management help determine best practices to reach unity of effort between Title 10 Active Duty and Title 32 National Guard. Appreciating the varying perspectives, concerns and competing interests among state and federal stakeholders on command and control of military forces in the homeland is vital to moving forward. Understanding culture and context among Title 10 Active Duty and Title 32 National Guard will facilitate learning and resolve conflict. Progress is underway to reach unity of effort through the Council of Governors on dual-status command and this thesis recommends next steps to enhance efforts.
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Crum, Krista R. "School Culture and Leadership: Teacher Perceptions of Title I and Non-Title I Schools." Digital Commons @ East Tennessee State University, 2013. https://dc.etsu.edu/etd/1153.
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This study was conducted to see if teachers perceive a significant difference in school culture and leadership in Title I and non-Title I schools. Specifically, this researcher considered the possibility that teachers working in Title I schools have lower perceptions of their school’s culture and leadership than teachers working in non-Title I schools. A quantitative study was used to find the perceived differences between school culture and leadership in Title I and non-Title I schools. A quasi-experimental design was selected because preexisting data were collected on teachers in an upper East Tennessee region. The data were collected from the TELL Tennessee survey conducted in 2011 by the Tennessee Department of Education. The TDOE contracted with the New Teacher Center (NTC) to conduct the state’s survey. The NTC is a national organization that has administered surveys in several states and is dedicated to developing and supporting a quality teaching force. The TDOE compiled 8 constructs or focus indicator areas for the survey, and 5 of the 8 indicators were used to determine school culture and leadership. School culture indicators were compiled from the focus questions of facilities and resources and community support. Leadership indicators were compiled from focus questions of student conduct, school leadership, and instructional practices and support. The population included teachers who taught in public schools, Pre Kindergarten through 12th grade during the 2010 through 2011 school year. This study showed no significant difference in regard to teacher perceptions of leadership in Title I and non-Title I schools in an upper East Tennessee region. However the study did find a significant difference in regard to teacher perceptions of school culture in Title I and non-Title I schools in the area of facilities and resources. An examination of the group means indicates that Title I schools (M = .845, SD = .120) had a significantly more positive perception of facilities and resources than teachers in non-Title I schools (M = .786, SD = .149).
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Cornick, Tamara Deborah. "Title I and Non-Title I Fourth-Grade Reading and Math Standardized Test Scores." ScholarWorks, 2017. https://scholarworks.waldenu.edu/dissertations/3288.
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The purpose of this study was to determine if there was a significant difference between the standardized reading and math test scores of 4th grade students in Title I schools and those in Non-Title I schools, following the implementation of the No Child Left Behind (NCLB) Act of 2001. This study focused on the following subcategories: male and female students, economically disadvantaged students, and students with disabilities. The results of the study were discussed within the framework of Bandura's social learning theory, Maslow's hierarchy of needs theory, and Vygotsky's zone of proximal development. This study utilized a retrospective comparative design to gather, analyze, and interpret existing school data on student assessments of reading and math scores of 4th grade students from 86 Title I and 87 Non-Title I elementary schools in 7 Southeastern Virginia school divisions. The data were collected from the 2014 Virginia Standards of Learning assessment test scores. An ANOVA indicated significant differences in standardized reading and math test scores between students in Title I and Non-Title I schools. Non-Title I schools performed higher than Title I schools in the content area of reading in all three subcategories. Non-Title I schools performed higher than Title I schools in the content area of math in all three subcategories. This study contributes to social change by providing a better understanding of the academic differences among students based on their school setting as a result of the implementation of NCLB. The results of this study could motivate school policy makers to reevaluate current educational practices and funding allocations to improve student achievement in Title I schools.
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Limmathurotsakul, Direk. "Title: Determinants of recurrent melioidosis." Thesis, Open University, 2008. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.491474.
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Recurrent melioidosis represents relapse following failure to eradicate bacteria responsible for the primary infection or re-infection with a new strain. The first results chapter (chapter 3) evaluates the proportion of recurrent melioidosis due to relapse versus re-infection. Isolates from the same patient with an identical genotype were considered as relapse and those with a different genotype as re-infection. Three quarters of recurrent cases were due to relapse and one quarter were due to re-infection. There are two ways in which this approach could be confounded. First, 're-infection' could actually represent relapse if primary infection was caused by simultaneous infection with multiple B. pseudol1lallei strains, followed by chance selection of different strains from the two episodes for genotyping. The chance of this mistake occurring is based on the rate of polyclonal B. pseudol1lallei infection. Chapter 4 describes the rate of polyclonal infection in a large group of unselected patients in northeast Thailand, which was very low (2/133 cases, 1.5%). Second, 'relapse' could actually represent reinfection in the event that re-infection was caused by a B. pseudol1lallei strain that was by chance identical to the primary strain. The probability of this happening is based on the degree of genetic diversity of B. pseudomallci in the environment. Chapter 5 demonstrates that the population of B. pscudol1lallei in even a small sampling site is extremely diverse. Thus, it is unlikely that the assessment of the causes of recurrent melioidosis contained significant errors due to polyclonal infection or low genetic diversity of the organism. Chapter 6 examines specific risk factors of relapse and reinfection. Duration and choices of antibiotics used for the primary episode were major determinants of relapse. Chapter 7 compares the clinical manifestations of relapse and re-infection and develops a simple scoring index to predict relapse or re-infection in patients presenting with recurrent melioidosis.
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Paule, Amanda Leigh. "Community Perceptions of Title IX." Miami University / OhioLINK, 2004. http://rave.ohiolink.edu/etdc/view?acc_num=miami1091803152.
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Olson, Ted S. "Waylon Jennings: A Life in Music." Digital Commons @ East Tennessee State University, 2018. https://utpress.org/title/waylon/.
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Book Summary: From his earliest recordings to his posthumously released albums, the haunting baritone of Waylon Jennings marked him as an extraordinarily individualistic country music artist. This biography by the late R. Serge Denisoff, first published in 1983, recounts Waylon’s west Texas upbringing, his introduction to music as a radio announcer at thirteen years old, his tutelage by rock star Buddy Holly, and his eventual stellar yet stormy music career. Where the original 1983 biography ends, music scholar Travis Stimeling picks up with the waning years of Waylon’s recording and performing. Stimeling recounts in the new afterword Waylon’s continued musical success in the early 1980s—though his financial troubles and battle with drugs and alcohol would soon cost him both professionally and personally—his triumphant and sober return in the 1990s and collaboration with longtime recording artists in the industry, and his continued musical relevance in an evolving industry driven by Nashville’s urban popularization of country music. Additionally, series editor Ted Olson, in his foreword, touches on Waylon’s legacy and the continued influence of his outlaw style of country music. Fans of Waylon, country music, and the Nashville music scene are sure to find this second edition of R. Serge Denisoff’s classic biography a welcome addition to the publications on the father of outlaw country.
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Krumpe, Kati Petersen. "Linking Resource Allocation to Student Achievement: A Study of Title 1 and Title 1 Stimulus Utilization." Digital Commons at Loyola Marymount University and Loyola Law School, 2012. https://digitalcommons.lmu.edu/etd/244.
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With the emphasis on high standards and fiscal accountability, there is a heightened need to inform the research linking student achievement to the allocation of resources. This mixed methods inquiry sought to study how schools utilized Title 1 and Title 1 stimulus funding from 2009-2011 to determine if correlations existed between areas of resource utilization and student achievement by studying both the use of funding and the processes that fifteen elementary and middle Title 1 schools in southern California utilized. The focus was to document resource use of Title 1 and Title 1 stimulus allocations and determine if a correlation existed between expenditures and improved student achievement (quantitative) and to discover themes that existed in student achievement improvement, especially including factors that affect the decision making process at the school (qualitative). Findings suggested that expenditures for professional development and programs for at-risk students played a key role in student achievement growth. The leadership of the school principal was also an indicator of student achievement growth. The use of Title 1 monies, including the increase in Title 1 stimulus monies, were beneficial to schools and positively contributed to the increase in student achievement. Overall, money, when spent well, led to improved student achievement.
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Fyrpil, Johannes. "Business Developer : What's behind the title?" Thesis, Högskolan i Jönköping, Internationella Handelshögskolan, 2012. http://urn.kb.se/resolve?urn=urn:nbn:se:hj:diva-17997.
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Business development or to develop the business, sounds quite obvious what it is all about; to take it to the next level. But to take the business one step further can be done in many different ways and with this in mind the purpose of the study is to examine and increase the understanding of the phenomena business development. This was done by carrying out a qualitative study, and more specifically an exploratory one, to see what is behind the title of people working with business development. What do they do and how do they do it? The study shows a number of focus areas that are common among these business developers, mainly to find and exploit new opportunities. This lead them towards the main goal with their positions and what they do, namely to increase profitability and growth. What also got obvious during this study is that even though they carry similar titles, they have very different responsibilities. A pattern appears among the sample, that the bigger organizations seems to have a harder focus on business development while the smaller companies have more divers work tasks that goes beyond the scope of business development.
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Simmons, Sean. "The upshot for title insurance downunder /." [St. Lucia, Qld.], 2003. http://www.library.uq.edu.au/pdfserve.php?image=thesisabs/absthe17794.pdf.
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Brazenor, Clare. "The spatial dimensions of Native Title." Connect to thesis, 2000. http://eprints.unimelb.edu.au/archive/00001050.
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Codjoe, Louisa Natalie. "Psychosis culture and wellness (overall title)." Thesis, University of Oxford, 2010. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.531833.
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Yu, Li. "Typography in film title sequence design." [Ames, Iowa : Iowa State University], 2008.
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Grimsley, Carolyn Leah. "Implementation of a global title registry." Thesis, University of Cambridge, 2015. https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.708917.
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Gillett, John Roland. "Title sequence : the self-interpreting artwork." Thesis, University of Southampton, 2010. https://eprints.soton.ac.uk/193307/.
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Drouet, Jean-Michel. "The French title arber sub-catalogue." Nancy 2, 1987. http://www.theses.fr/1987NAN21009.
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Cette thèse rassemble tous les titres anglais des traductions ou adaptations d'œuvres françaises qui paraissent dans les 'term catalogues 1668-1709 a. D. ' (catalogues trimestriels des libraires londoniens) édités par le professeur Arber entre 1903 et 1906. Chaque titre qui a été isolé est suivi de données bibliographiques qui indiquent les bibliothèques américaines ou britanniques où se trouve l'œuvre anglaise. Le titre de l'original français est alors présenté tel qu'il apparait dans le catalogue ou les fichiers de la bibliothèque nationale. La méthodologie employée dans l'élaboration de ce catalogue est expliquée dans une introduction qui présente aussi les enseignements qu'il nous apporte sur les relations interculturelles entre la France et l’Angleterre. Les sept index qui donnent accès aux divers types de renseignements contenus dans ce catalogue ouvrent de nouvelles pistes de recherche dans le domaine de l'histoire littéraire<br>This thesis groups together all the english titles of translations or adaptations of french works which appear in the london booksellers' term catalogues 1668-1709 a. D. ' published by professor arber between 1903 and 1906. Every title which has been selected is followed by bibliographical entries which tell us which american and or british library (ies) posses the english work. Then the original french title is given as it appears in the bound catalogue or fiche catalogue of the bibliotheque nationale. The method used in creating this catalogue is explained in an introduction which also draws the lessons this catalogue teaches us about the bi-cultural relations between france and great britain. The seven indexes which guide the reader to the different types of information contained in this catalogue open up new areas of research in literary history
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Wong, Wai Lin. "Cross-context transfer of electronic title documents." Thesis, University of Macau, 2011. http://umaclib3.umac.mo/record=b2492830.
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Dorsett, Shaunnagh Law Faculty of Law UNSW. "Thinking jurisdictionally: a genealogy of native title." Awarded by:University of New South Wales. School of Law, 2005. http://handle.unsw.edu.au/1959.4/23963.
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In Mabo v. State of Queensland (No. 2) (1992) 175 C.L.R. 1, the majority of the High Court held that ???native title??? had survived the acquisition of sovereignty over the Australian continent and is ???recognised??? by the common law. However, all the judgments failed to articulate clearly either the nature of native title as a legal form, and the relationship of that legal form to the common law, or what is meant by ???recognition???. Twelve years later the High Court has still not provided a satisfactory understanding of any of these matters. The central problem investigated by this thesis is the nature of that relationship and of the legal interest of native title. It is contended that this relationship can be understood and ordered as a matter of jurisdiction. This thesis seeks to recuperate a substantive concept of jurisdiction, and specifically of a particular jurisdiction, that of the common law, and to demonstrate how the interest of native title results from the jurisdictional relationship between common law and indigenous law. Part I is a genealogy of native title, drawn out through a history of ideas about common law jurisdiction. It is an account of the legal practice of jurisdiction, through a conceptual elaboration of a particular jurisdiction: the common law. This part traces the history of the common law from its origins in a pluralistic, fragmented, jurisdictional landscape, to its current position as the ???law of the land???. It considers the traditional mechanisms and techniques through which the common law has ordered its relationships with other jurisdictions, and how it has appropriated matters traditionally within the purview of other jurisdictions, accommodating them within the common law as ???custom???. The thesis demonstrates that the same gestures and practices can be seen in modern native title decisions, and contends that the ordering which underpins both native title, and the Australian legal system, is jurisdictional. Part II examines the practice of jurisdiction through an examination of three technologies of jurisdiction, all of which contributed to the construction of the legal entity of native title as an act of jurisdiction: mapping, accommodation and categorisation.
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McCarty, Jake R. "The "Yahweh Elohi Sabaoth" title in Amos." Theological Research Exchange Network (TREN) Access this title online, 2005. http://www.tren.com.
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Gates, Paul Hamilton. "The "messiah" title of the Muslim Jesus." Theological Research Exchange Network (TREN), 2007. http://www.tren.com/search.cfm?p001-1167.
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O'Neal, Barbara Jean. "Title VII : sex discrimination in higher education /." Diss., This resource online, 1992. http://scholar.lib.vt.edu/theses/available/etd-10022007-144508/.
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Kuykendall, Rene D. "Americans with Disabilities Act, title III compliance." Thesis, This resource online, 1995. http://scholar.lib.vt.edu/theses/available/etd-03032009-041012/.
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Alsamaraee, Suray Saadi. "TITLE: RELIABLE PLATOON DATA PROVENANCE USING BLOKCHAIN." OpenSIUC, 2018. https://opensiuc.lib.siu.edu/theses/2438.
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This thesis proposes a unique adaptation of blockchain technology in information exchanges among various vehicle members traveling in a platoon. The main aim is to protect the privacy and security of platoon members while providing a quick sharing of telemetry data. A database schema is used alongside the proposed algorithm. To improve platoon security, blockchain cryptography is applied. The researcher has identified major protocols for a cryptographic authentication among vehicles travelling within a platoon. The algorithm of integrity and authentication is therefore proposed. The work gives consideration of the types of cyber-attack on platoons and their proposed remedies.
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Chinchilla, Melissa. "Title : community integration among formerly homeless veterans." Thesis, Massachusetts Institute of Technology, 2018. http://hdl.handle.net/1721.1/118225.
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Thesis: Ph. D., Massachusetts Institute of Technology, Department of Urban Studies and Planning, 2018.<br>Cataloged from PDF version of thesis.<br>Includes bibliographical references.<br>My dissertation examines the community integration outcomes of formerly homeless Veterans housed under the Department of Housing and Urban Development-Veterans Affairs Supportive Housing (HUD-VASH) program. HUD-VASH provides homeless Veterans with affordable housing subsidies and supportive services, including non-mandated linkages to healthcare. The program functions under two types of housing vouchers: vouchers used in buildings designated for persons with subsidized housing (project-based) and vouchers used for market rate rentals in the community (tenant-based). HUD-VASH is the largest permanent supportive housing (PSH) program in the nation, with over 86,000 vouchers (~6% project-based) awarded through fiscal year 2017 and 100,000 Veterans housed since the program's inception. Research suggests that persons in PSH have limited success in community integration, which has important implications for health, substance use, subjective well-being, and housing retention. My research provides an understanding of how role of multiple factors - individual characteristics, service utilization, housing choice, and neighborhood quality - impact formerly homeless individuals' community integration process, i.e. how they function in their new communities including their relationships with others, ability to maintain independent living, and engagement in vocational activities. My dissertation uses mixed methods to understand housing placement of HUD-VASH participants in Los Angeles County and their community integration outcomes once housed. This dissertation is made up of three manuscripts; (1) Paper one provides an overview of housing models under the HUD-VASH program including a description of socio-demographics, clinical diagnoses, service utilization patterns, and neighborhood quality of project based and tenant based voucher types; (2) Paper two uses quantitative analysis to identify factors, including personal characteristics, voucher type (i.e., project and tenant-based), and service utilization, that mediate community integration outcomes (i.e. employment, community adjustment, and housing retention); and (3) Paper three provides a qualitative analysis of VA staff and HUD-VASH participants' perspectives of the roles of housing type (project-based vs. tenant-based), neighborhood characteristics, and social networks on participants' community integration.<br>by Melissa Chinchilla.<br>Ph. D.
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Dans, Filip. "Architecture and Mobility : Insert Catchy Title Here." Thesis, KTH, Arkitektur, 2015. http://urn.kb.se/resolve?urn=urn:nbn:se:kth:diva-250700.
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This project is a reaction towards the static nature of the built world, and seeks to empower the end-user in the housing market by developing a highly customizable non-load bearing prefabricated panel system that allows for people to design, build, own, change and move their own apartments. It then explores the potential for it to resolve the current housing situation - both as new construction and through parasitic means (inhabiting parking garages, industrial buildings, renovation projects) - and the dynamics of user-defined living within society as a whole.
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Townsend, Nathaniel. "Working Title Films and Transatlantic British cinema." Thesis, University of York, 2014. http://etheses.whiterose.ac.uk/8753/.
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This thesis presents a business history of the London-based film production company, Working Title Films. The focus is on the creative and business structures and processes through which Working Title has operated and, in turn, the individual and collective agency of the key players responsible for developing and maintaining these institutional determinants. The same set of research questions are applied to the principal filmmaking institutions with which Working Title has collaborated, and, more particularly, examines how Working Title has negotiated creative and business relationships with various larger film businesses. By taking a chronological approach to Working Title’s evolution, a detailed account of the company’s years as an independent production company (1984-1990), a subsidiary of PolyGram Filmed Entertainment (1990-1998) and a subsidiary of Universal Pictures (1998-present) is provided. The thesis also offers a historical and conceptual framework through which the business history of Working Title is analysed. In the first instance, this involves a reconsideration of the relationship between the film industries and cultures of Britain and Hollywood which combines the discourses of national cinema with more recent scholarship about transnational cinema. This conceptual reinterpretation is subsequently applied to three indicative business histories from the 1930s and 1940s: London Films, MGM-British and the Rank Organisation — and then to Working Title itself. The central concept of the thesis — ‘Transatlantic British Cinema’ — describes a type of cultural production that challenges orthodox accounts of British cinema as national cinema and indicates the ways in which representations of Britain and ‘Britishness’ function within transnational film culture.
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Lyons, Daniel E. "Title IX Compliance in Virginia High Schools." Diss., Virginia Tech, 2006. http://hdl.handle.net/10919/26747.
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More than thirty years ago Congress passed the Educational Amendments to ensure fair treatment for all students. Specifically, Title IX provided that [N]o person in the United States shall, on the basis of sex, be excluded from participation in, be denied the benefits of, or be subjected to discrimination under any education program or activity receiving federal financial assistance (Educational Amendments of 1972,p. 7). The number of court cases against colleges and high schools for violating various aspects of Title IX continues to increase. This study looked at court cases involving high school and college athletes claiming violations of Title IX, then six schools were selected in Virginia to determine if these schools met the legal standards, as determined by the Code of Federal Regulations.
An analysis of judicial opinions for cases on Title IX formed the foundation of this study. The six schools were visited, records reviewed, principals, and coaches were interviewed
The information and data gathered from site visits and interviews as well as the statistical data generated by the statistical software were used to determine if these schools were in compliance with Title IX of the Educational Amendments of 1972.<br>Ed. D.
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McBride, Martha Massey. "The current parent involvement practices in Georgia Title I schools as reported by Title I district-level school administrators." Click here to access dissertation, 2005. http://www.georgiasouthern.edu/etd/archive/fall2005/martha%5Fj%5Fmcbride/mcbride%5Fmartha%5Fm%5F200508%5Fedd.pdf.
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Thesis (Ed.D.)--Georgia Southern University, 2006.<br>"A dissertation submitted to the Graduate Faculty of Georgia Southern University in partial fulfillment of the requirements for the degree Doctor of Education." ETD. Includes bibliographical references (p. 161-174)
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Hazell, Peter, and n/a. "Community title or community chaos : environmental management, community development and governance in rural residential developments established under community title." University of Canberra. Resource, Environment and Heritage Science, 2002. http://erl.canberra.edu.au./public/adt-AUC20050415.124034.
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This thesis contends that; in mainstream rural residential development around the
Australian Capital Territory, use of community title guidelines for sub-division should
consider social processes and environmental considerations along-side economic
imperatives and interactions.
Community title is a form of land tenure that allows for private freehold ownership of
land as well as community owned land within the one sub-division. In New South
Wales, community title was introduced in 1990 under the Community Land
Development Act 1989 (NSW) and the Community Land Management Act 1989
(NSW). Since the introduction of community title, upwards of one hundred and fifty
developments, ranging from just a few blocks to the size of small suburbs, have been
approved throughout the state. The original aim of community title was to provide a
legal framework that underpinned theme-based broad-acre development. Themebased
development could include a Permaculture© village, a rural retreat for likeminded
equine enthusiasts, or even a medieval village.
Community title is also seen as an expedient form of land tenure for both developers
and shire councils. Under community title, a developer only has to submit a single
development application for a multi-stage development. This can significantly reduce
a developer's exposure to risk. From a shire council's perspective, common land and
resources within a development, which would otherwise revert to council
responsibility for management, becomes the collective responsibility of all the land
owners within the development, effectively obviating council from any responsibility
for management of that land. Community title is also being touted in planning and
policy as a way of achieving 'sustainable' environmental management in new subdivisions.
The apparent expediency of community title has meant that development
under these guidelines has very quickly moved beyond theme-based development into
mainstream rural residential development.
Community title effectively provides a framework for participatory governance of
these developments. The rules governing a community title development are set out in
the management statement, which is submitted to the local council and the state
government with the development application. A community association, which
includes all lot owners, manages the development. Unless written into the original
development application, the council has no role in the management of the common
land and resources.
This thesis looks at the peri-urban zone around one of Australia's fastest growing
cities - Canberra, whose population growth and relative affluence is impacting on
rural residential activity in the shires surrounding the Australian Capital Territory.
Yarrowlumla Shire, immediately adjacent to the ACT, has experienced a 362 percent
increase in population since 1971. Much of this growth has been in the form of rural
residential or hobby farm development. Since 1990, about fifteen percent of the
development in Yarrowlumla Shire has been community title. The Yass Shire, to the
north of the ACT, has shown a forty five percent population increase since 1971.
Community title in that shire has accounted for over fifty percent of development
since 1990. The thesis case study is set in Yass Shire.
The major research question addressed in the thesis is; does community title, within
the context of rural residential development around the Australian Capital Territory,
facilitate community-based environmental management and education? Subsidiary
questions are; what are the issues in and around rural residential developments within
the context of the study, who are the stakeholders and what role do they play and;
what skills and support are required to facilitate community-based environmental
management and education within the context of the study area?
To answer the research questions I undertook an interpretive case study, using
ethnographic methods, of rural residential development near the village of
Murrumbateman in the Yass Shire, thirty kilometres north of Canberra. At the time of
the study, which was undertaken in 1996, the developments involved had been
established for about four years. The case study revealed that, as a result of
stakeholders and residents not being prepared for the management implications of
community title, un-necessary conflict was created between residents and between
residents and stakeholders. Community-based environmental management issues were
not considered until these issues of conflict were addressed and residents had spent
enough time in the estates to familiarise themselves with their environment and with
each other.
Once residents realised that decisions made by the community association could affect
them, there developed a desire to participate in the process of management.
Eventually, earlier obstacles were overcome and a sense of community began to
develop through involvement in the community association. As residents became
more involved, the benefits of having ownership of the community association began
to emerge.
However, this research found that management of a broad acre rural residential
development under community title was far more complicated than any of the
stakeholders, or any but the most legally minded residents, were prepared for.
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Netherland, Judy L. "A comparison of students' and parents' habits and attitudes toward reading in Title I and non-Title I schools." [Johnson City, Tenn. : East Tennessee State University], 2004. http://etd-submit.etsu.edu/etd/theses/available/etd-1101104-172425/unrestricted/NetherlandJ111204f.pdf.
Full textAbstract:
Thesis (Ed.D.)--East Tennessee State University, 2004.<br>Title from electronic submission form. ETSU ETD database URN: etd-1101104-172425 Includes bibliographical references. Also available via Internet at the UMI web site.
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Padelski, Anthony W. "Elementary School TVAAS Composites: A Comparison Between Title I Elementary Schools and Non-Title I Elementary Schools in Tennessee." Digital Commons @ East Tennessee State University, 2016. https://dc.etsu.edu/etd/3134.
Full textAbstract:
The goal of Title I is to provide extra instructional services and activities that support students identified as failing or most at risk of failing the state’s challenging performance standards in mathematics, reading, and writing. Low-income schools or Title I schools are the primary target of Title I funds. A school is eligible for Title I status when 40% of the school’s students are from low income families; these students are identified by their eligibility to receive free and reduced priced meals.
The purpose of this study was to determine whether there is a significant difference in elementary schools’ TVAAS Composite scores between Title I and Non-Title I schools. Specifically, this researcher examined the relationship of Title I funding with student academic growth at the elementary level. The schools were located in rural Tennessee. Data were gathered from the 2012-2013 and 2013-2014 Tennessee State Report Cards and the TNDOE to determine if there was a statistically significant difference between the 2 types of schools. Research indicated mixed reviews on the impact Title I funds have on lower socioeconomic schools.
The researcher performed 5 paired t test and 8 Pearson correlation coefficients. There was a significant difference in the schools’ composite scores between Title I and Non-Title I elementary schools in Tennessee. Non-Title I elementary schools in Tennessee had higher composite scores than those of the Title I elementary schools. Results from the Pearson correlations indicated no significant relationships for mean years of teaching experience with school composite scores.
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Busby, Ruth Stewart. "Impact of socio-economic status on elementary social studies instruction a comparison of Title I and non-Title I schools /." [Pensacola, Fla.] : University of West Florida, 2008. http://purl.fcla.edu/fcla/etd/WFE0000134.
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Wheeler, Sally Elizabeth. "Retention of the title clauses : impact and implications." Thesis, University of Oxford, 1988. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.385704.
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Croghan, Michael Joseph 1942. "Title VII of 1968: Origins, orientations and analysis." Diss., The University of Arizona, 1997. http://hdl.handle.net/10150/288771.
Full textAbstract:
This dissertation is about the first ever federal bilingual education policy. The research for the project comes from three major resources; lay and professional literature, archival documents, and structured personal interviews with over forty analysts and architects of the policy. The presentation of the dissertation follows a case study format. The purpose of the dissertation was to review the historical and immediate precedents that gave rise to the policy, narrate the story of how and why the policy was passed, and tell what those who supported and crafted the policy intended to promulgate. Although called a Bilingual Education Act, the major conclusion drawn from this research points in another direction. The concerns and problems that spawned Title VII of 1968 of the Elementary and Secondary Education Act (ESEA) had less to do with language or bilingual education and more to do with providing support for experimental programs designed to increase school completion by Latino students in the Southwest. This dissertation examines policymaking through several prisms, some specific to language planning analysis. The touchstone for this analysis is Ruiz' Language Planning Orientations (1984a). The conclusions drawn in this dissertation with regard to the original Title VII and to subsequent government policies and school practices is that both emanate from a Language-as-Problem orientation. The recommendations are that bilingual education programs and practices follow a Language-as-Resource orientation. In this way, children can develop and enrich both of the languages they learn in school and the result will be balanced bilingual proficiencies in language use and literacy.
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van, der Merwe Zerlinda. "Constitutionality of the rules governing sectional title schemes." Thesis, Stellenbosch : University of Stellenbosch, 2010. http://hdl.handle.net/10019.1/5342.
Full textAbstract:
Thesis (LLM (Public Law))--University of Stellenbosch, 2010.<br>Bibliography<br>ENGLISH ABSTRACT: Various types of rules govern many areas of life in a sectional title scheme. The
Sectional Titles Act 95 of 1986 prescribes model management and conduct rules in
its regulations. Other non-prescribed rules are adopted by either the developers
initially or later by the trustees of the body corporate. These rules provide for the
control, management, administration, use and enjoyment of the sections and the
common property in the scheme. Sectional owners and other occupiers have the
entitlements of use and enjoyment of their individual sections and their share in the
common property of the sectional title scheme, in proportion to their participation
quota. These entitlements are restricted by the rules in operation within the scheme.
Although these rules limit the entitlements of sectional owners and other occupiers in
the interest of the sectional title community, they may not be unreasonable in their
application and effect. In some instances, the application of the rules might exceed
the bounds of reasonableness and result in unfair discrimination, arbitrary
deprivation, unfair administrative action or restrictions on access to courts for dispute
resolution. If certain rules are unreasonable in their application, based on one or
more of the abovementioned grounds, the court must interpret the potentially
impermissible rules and if the court cannot avoid a declaration of invalidity by
implementing a constitutional remedy such as reading-up, reading-down, reading-in
or severance, these impermissible rules will need to be substituted, amended or
repealed and replaced because they are potentially unconstitutional and invalid.
After a statutory and constitutional enquiry into the nature, scope, application,
operation and effect of the rules governing sectional title schemes, it can be
concluded that the various types of rules governing sectional title schemes restrict
and limit sectional owners’ and occupiers’ entitlements of use and enjoyment of their
individual sections and share in the common property. However, after being tested
against section 25 of the Constitution of the Republic of South Africa 1996 and other
non-property rights entrenched in the Bill of Rights, to determine if the rules are
reasonable in their application and constitutionally permissible, it can be seen that
the application of the rules do not necessarily amount to arbitrary deprivations of property and that they can be justified in terms of the Constitution because there is
sufficient reasons for the particular regulations and they are procedurally fair.
The various different types of rules governing sectional title schemes serve as
reasonable regulations in as far as they contribute to a harmonious relationship
between the trustees of the body corporate and the sectional owners and occupiers
as members of the body corporate as well as between the members of the body
corporate inter se. The rules serve an important function in this regard. Therefore,
they are considered reasonable and constitutionally valid in as far as they do not
enforce excessive regulation and as long as they are equally applicable and do not
unfairly differentiate in their application.<br>AFRIKAANSE OPSOMMING: Verskeie tipes reëls reguleer alledaagse aangeleenthede in ‘n deeltitelskema. Die
Wet op Deeltitels 95 van 1986 maak voorsiening vir voorgeskrewe bestuurs- en
gedragsreëls in die regulasies. Die ontwikkelaars of die trustees van die regspersoon
kan aanvanklik met die stigting van die skema of op ‘n latere stadium addisionele
reëls byvoeg wat nie alreeds deur die Wet voorgeskryf is nie. Die reëls maak
voorsiening vir die beheer, bestuur, administrasie, gebruik en genot van die eenheid
en die gemeenskaplike eiendom in die skema. Die deeleienaars van deeltitelskemas
en ander okkupeerders van die skema is geregtig om hulle individuele eenhede
sowel as die gemeenskaplike eiendom, in ooreenstemming met hulle
deelnemingskwota, te gebruik en geniet; en dit vorm deel van hul
inhoudsbevoegdhede.
Hierdie inhoudsbevoegdhede word beperk deur die skema se reëls. Afgesien
daarvan dat die reëls die deeleienaar en ander okkupeerders se
inhoudsbevoegdhede beperk in die belang van die deeltitelgemeenskap, mag die
reëls nie onredelik wees in die toepassing daarvan nie. In sommige gevalle kan die
toepassing van die reëls die perke van redelikheid oorskry en neerkom op
ongeregverdigde diskriminasie, arbitrêre ontneming, ongeregverdigde
administratiewe handeling of ‘n beperking plaas op toegang tot die howe met die oog
op dispuutoplossing. Indien daar bevind word dat sekere reëls onredelik is in die
toepassing daarvan op grond van een of meer van die voorafgemelde gronde, moet
die hof artikel 39 van die Grondwet volg en die reël interpreteer om ‘n deklarasie van
ongeldigheid te vermy. As die hof dit nie kan vermy deur middel van
konstitutusionele remedies soos “op-lesing”, “af-lesing”, “afskeiding” of “in-lesing”
nie, sal die reëls gewysig of geskrap en vervang moet word, anders sal die reël
ongrondwetlik wees en ongeldig verklaar word.
Na afloop van ‘n statutêre en konstitusionele ondersoek ten opsigte van die aard,
omvang, toepassing, werking en effek van die reëls wat deeltitelskemas reguleer
word daar bevind dat die verskeie tipes reëls wat ‘n deeltitelskema reguleer ‘n
beperking plaas op die inhousdbevoegdhede van deeltiteleienaars en ander okkupeerders wat betref die reg om die eenheid sowel as die gemeenskaplike
eiendom te gebruik en geniet. Ten einde te bepaal of die reëls redelik in die
toepassing daarvan sowel as grondwetlik toelaatbaar is, word dit getoets in terme
van artikel 25 van die Grondwet van die Republiek van Suid-Afrika 1996 en ander
regte in die Handves van Regte. Daar word bevind dat die toepassing van die reëls
nie noodwendig ‘n arbitrêre ontneming van eiendom is nie en dat dit geregverdig kan
word in terme van die Grondwet omdat daar voldoende redes vir die spesifieke
regulasies is en omdat dat hulle prosedureel billik is.
Die verskeie tipes reëls wat ‘n deeltitelskema reguleer dien as redelike regulasies
sover dit bydra tot ‘n harmonieuse verhouding tussen die trustees van die
regspersoon, die deeltiteleienaars en die okkupeerders as lede van die regspersoon
sowel as tussen die lede van die regspersoon inter se. Die reëls het ‘n belangrike
funksie in hierdie verband. Die reëls word geag redelik en grondwetlik geldig te wees
sover dit nie buitensporige regulasies afdwing nie, gelyk toegepas word en daar nie
ongeregverdig gedifferensieer word in die toepassing daarvan nie.
44
Bachir, Imad A. M. "Title-derivative printed indexes for Arabic periodical articles." Thesis, University College London (University of London), 1995. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.281761.
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Whittier, Scott A. "Court cases involving Title IX in intercollegiate athletics." Master's thesis, This resource online, 1993. http://scholar.lib.vt.edu/theses/available/etd-09162005-115044/.
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Rostill, Luke. "Fundamentals of property law : possession, title and relativity." Thesis, University of Oxford, 2016. https://ora.ox.ac.uk/objects/uuid:11453d68-6492-422b-b555-db2b2215fa80.
Full textAbstract:
This thesis is concerned with the doctrine of title by possession and the doctrine of relative title. Many property lawyers believe that these doctrines are elementary, important and interesting. But, while virtually everyone accepts that possession of land or chattels is a source of title and that titles are relative, the doctrines have long been a focus of debate. The nature of possession, the nature of the possessor's title, and the relationships between possession, relative title and ownership have been particularly contentious. Accordingly, this thesis seeks to provide sound answers to the following questions: (1) what, in this context, is possession? (2) What is the nature of the title that is acquired by taking possession of land or chattels? (3) Does English law recognise landownership and chattel-ownership?-and, if it does, is a person who acquires, by virtue of his or her possession, a title to land or chattels the (or an) owner of the land or chattels? It is argued in Chapter 2 that, for the purposes of the doctrine of title by possession, the general rule is that a person is in possession of land or chattels if and only if she has: (i) a sufficient degree of exclusive physical control; and (ii) an intention to possess. Chapters 3-5 are concerned with the second question. It is argued that, upon obtaining possession, a person acquires, in cases involving land, an estate in fee simple absolute in possession and, in cases involving chattels, a general property interest. Chapter 6 is concerned with the third question. It is argued that English law does recognise landownership and chattel-ownership; and that a person who acquires a title by obtaining possession of land or chattels owns the land or chattels if her title is supreme but not if it is inferior.
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Cronin, Kelli K. "Academic Achievement in Schoolwide Title 1 Elementary Schools." ScholarWorks, 2017. https://scholarworks.waldenu.edu/dissertations/3555.
Full textAbstract:
Title I federal funds are provided to schools with high percentages of children from low-income families to help ensure that all students meet academic standards. Despite this and other efforts by the federal government to assist low-income families with the problems associated with poverty, the minimum proficiency levels required by the No Child Left Behind Act have not been met by all students. Little research has been conducted to assess performance of South Dakota schools receiving federal funding under Title 1 to alleviate these deficits in academic achievement. The purpose of this study was to determine whether Title 1 had an effect on low socioeconomic schools by determining if Schoolwide Title 1 elementary schools in South Dakota demonstrated significant student gains in math and reading as measured by state standardized assessments. This nonexperimental quantitative study, guided by Bourdieu's theory of social and cultural reproduction, used archived school report card data to examine standardized testing results in math and reading during the school years of 2008-2009 through 2012-2013 for the 48 elementary Schoolwide Title 1 schools in South Dakota having complete data for these years. The results of the one-way repeated measures ANOVA followed by a Bonferroni post hoc test indicated no significant difference over time on standardized test scores in Schoolwide Title 1 elementary schools for reading, but there was a significant increase for math. The positive social change implications include providing data to inform school and state administrators of the effect of Title 1 of the ESEA on student achievement, and the need to reevaluate Title 1 programs to improve student achievement.
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Ndala-ka, Dlamini Nathaniel. "Analysis of conflict in managing sectional title properties." Diss., University of Pretoria, 2017. http://hdl.handle.net/2263/61320.
Full textAbstract:
The aim of this study was to establish whether or not conflict existed in residential sectional title schemes and if so the causes thereof. Residential sectional title properties, unlike conventional residential freehold properties, imposed co-ownership, co-management and expense sharing amongst owners in this type of development. This means that owners in this development are not just owners of sections that they purchased and exclusively occupied, but they were also jointly responsible for the administering, controlling and managing of the common property in the scheme in which they had become owners.
This dissertation revealed that, despite their popularity, sectional title properties might be marked by conflict which can affect the smooth and efficient operation of this type of property ownership. Causes of conflict include violation of the scheme rules by owners or residents, trustees' failure and/or refusal to adhere to their bodies' corporate rules, conditions or restrictions, financial mismanagement or misappropriation by the trustees and managing agents, power struggle amongst individuals over the control of the body' corporate resources, lack or poor understanding, amongst owners and their trustees, of how this type of development works, and disrespect of the bodies corporate and its members by their managing agents.
This study suggests compulsory information disclosure to prospective and current owners regarding the requirements and obligations of owners in this type of development. Further, that there should be regular and compulsory trainings for the trustees. Accordingly, the study suggests how conflict in multi-owned properties can be mitigated and ensured that the ownership of this type of property can be protected.<br>Dissertation (MSc (Real Estate))--University of Pretoria, 2017.<br>Town and Regional Planning<br>MSc (Real Estate)<br>Unrestricted
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Rupp, Ellen A. "Implementing Team Teaching In a Title 1 Program." Defiance College / OhioLINK, 2005. http://rave.ohiolink.edu/etdc/view?acc_num=def1281638415.
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Montes, Nuvia. "Attitudes of current MSW students regarding title protection." Thesis, California State University, Long Beach, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10099868.
Full textAbstract:
<p> A quantitative study measured the attitudes of current MSW students regarding title protection. At the time of writing no other research had explored this issue. Participants were asked to rate how strongly they agreed or disagreed with 21 statements related to social work practice and title protection. Participants were recruited from CSWE accredited schools of social work in California. Participants completed the survey through Survey Monkey. The study had a total of 264 participants of which the majority of participants identified as female. The study found that current MSW students in California support title protection and report plans on becoming licensed. The findings of this study were consistent with the findings of previous research that explored deprofessionalization and reclassification issues. The study also found that participants supported the aspect of competency in the profession through education and ethical practice. </p>